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  • Higher Secondary School Certificate

    Examination Syllabus

    CHEMISTRY CLASSES XI-XII

    (based on National Curriculum 2006)

  • Published by

    Aga Khan University Examination Board

    Bungalow # 233 / E.I.Lines,

    Daudpota Road, Karachi, Pakistan.

    November 2004

    Latest Revision June 2012

    All rights reserved

    This syllabus is developed by Aga Khan University Examination Board for distribution

    to all its affiliated schools.

  • Higher Secondary School Certificate

    Examination Syllabus

    CHEMISTRY CLASSES XI-XII

    This subject is examined in both

    May and September Examination sessions

  • Latest Revision June 2012 Page 4

    S. No. Table of Contents Page No.

    Preface 5

    1. Aims/Objectives of the National Curriculum (2006) 7

    2. Rationale of the AKU-EB Examination Syllabus 9

    3. Topics and Student Learning Outcomes of the Examination Syllabus 12

    4. Scheme of Assessment 66

    5. Teaching-Learning Approaches and Classroom Activities 72

    6. Recommended Text and Reference Material 73

    7. Definition of Cognitive Levels and Command Words 73

    Annex A: HSSC Scheme of Studies 77

    Annex B: List of Practical Activities 82

    For queries and feedback

    Address: The Aga Khan University Examination Board

    Bungalow No. 233/ E.I.Lines, Daudpota Road, Karachi-Pakistan.

    Phone: (92-21) 35224702-10

    Fax: (92-21) 35224711

    E-mail: [email protected]

    Website: http://examinationboard.aku.edu

    http://learningsupport.akueb.edu.pk

    Facebook: www.facebook.com/akueb

  • Latest Revision June 2012 Page 5

    PREFACE

    In pursuance of National Education Policy (1998-2010), the Curriculum Wing of the Federal

    Ministry of Education has begun a process of curriculum reform to improve the quality of

    education through curriculum revision and textbook development (Preface, National

    Curriculum documents 2000 and 2002).

    AKU-EB was founded in August 2003 with the same aim of improving the quality of

    education nationwide. As befits an examination board it seeks to reinforce the National

    Curriculum revision through the development of appropriate examinations for the Secondary

    School Certificate (SSC) and Higher Secondary School Certificate (HSSC) based on the

    latest National Curriculum and subject syllabus guidance.

    AKU-EB has a mandate by Ordinance CXIV of 2002 to offer such examination services to

    English and Urdu medium candidates for SSC and HSSC from private schools anywhere in

    Pakistan or abroad, and from government schools with the relevant permissions. It has been

    accorded this mandate to introduce a choice of examination and associated educational

    approach for schools, thus fulfilling a key objective of the National Curriculum of Pakistan:

    Autonomy will be given to the Examination Boards and Research and Development cells

    will be established in each Board to improve the system (ibid. para. 6.5.3 (ii)).

    AKU-EB is committed to creating continuity of educational experience and the best possible

    opportunities for its students. In consequence it offered HSSC for the first time in September,

    2007 to coincide with the arrival of its first SSC students in college or higher secondary

    school. Needless to say this is not an exclusive offer. Private candidates and students joining

    AKU-EB affiliated schools and colleges for HSSC Part 1 are eligible to register as AKU-EB

    candidates even though they have not hitherto been associated with AKU-EB.

    This examination syllabus exemplifies AKU-EBs commitment to national educational goals.

    It is in large part a reproduction, with some elaboration, of the Class XI and XII National Curriculum of the subject.

    It makes the National Curriculum freely available to the general public.

    The syllabus recommends a range of suitable textbooks already in print for student purchase and additional texts for the school library.

    It identifies areas where teachers should work together to generate classroom activities and materials for their students as a step towards the introduction of multiple textbooks,

    another of the Ministry of Educations policy provisions for the improvement of higher

    secondary education (ibid. para. 6.3.4).

  • Latest Revision June 2012 Page 6

    This examination syllabus brings together all those cognitive outcomes of the National

    Curriculum statement which can be reliably and validly assessed. While the focus is on the

    cognitive domain, particular emphasis is given to the application of knowledge and

    understanding, a fundamental activity in fostering attitudes befitting useful and peaceful

    citizens and the skills for and commitment to lifelong learning which is the cornerstone of

    national economic development (Preface to National Curriculum documents 2000 and

    2002).

    To achieve this end AKU-EB has brought together university academicians, teacher trainers,

    writers of learning materials and above all, experienced teachers, in regular workshops and

    subject panel meetings.

    AKU-EB provides copies of the examination syllabus to subject teachers in affiliated schools

    to help them in planning their teaching. It is the syllabus, not the prescribed textbook which is

    the basis of AKU-EB examinations. In addition, the AKU-EB examination syllabus can be

    used to identify the training needs of subject teachers and to develop learning support

    materials for students. Involving classroom teachers in these activities is an important part of

    the AKU-EB strategy for improving the quality of learning in schools.

    The Curriculum Wing of the Federal Ministry of Education has recently released new subject

    specifications and schemes of study to take effect in September, 2008. These documents are a

    major step forward towards a standards-related curriculum and have been welcomed by

    AKU-EB. Our current HSSC syllabuses have been revised to ensure conformity with the new

    National Curriculum 2006.

    We stand committed to all students who have embarked upon the HSSC courses in

    facilitating their learning outcomes. Our examination syllabus document ensures all possible

    support.

    Dr. Thomas Christie

    Director,

    Aga Khan University Examination Board

    July 2009

  • Latest Revision June 2012 Page 7

    1. Aims/Objectives of the National Curriculum (2006)1

    Aims

    This two-year study of chemistry aims to develop in all students:

    A scientific understanding of the physical world.

    Cognitive, affective, and psychomotor abilities appropriate to the acquisition and use of chemical knowledge, understanding, attitude, and skills.

    An appreciation for the products and influences of science and technology, balanced by a concern for their appropriate application.

    An understanding of the nature and limitations of scientific activity.

    An ability to apply the understanding of chemistry to relevant problems (including those from everyday real-life) and to approach those problems in rational ways

    Respect for evidence, rationality and intellectual honesty.

    The capacities to express themselves coherently and logically, both orally and in writing and to use appropriate modes of communication characteristic of scientific

    work.

    The ability to work effectively with others.

    Objectives:

    A statement of objectives relevant to each of the general aims is listed below. The

    sequence is in no particular order.

    Understanding the physical world:

    Students should understand the scientific concepts inherent in the theme for each

    chapter and be able to:

    State, exemplify, and interpret the concepts.

    Use appropriately, fundamental terms and classification related to the concepts.

    Cite, explain or interpret scientific evidence in support of the concepts.

    Using appropriate cognitive, affective and psychomotor abilities:

    Students should show ability to:

    Formulate questions that can be investigated by gathering first or second hand data.

    Find relevant published background information.

    Formulate hypotheses and make predictions from them.

    Plan an investigation and carry out the planned procedure.

    Use appropriate and relevant motor skills in carrying out investigations.

    Observe phenomena and describe, measure and record these as data.

    1 Government of Pakistan (2006), National Curriculum; Chemistry Classes XI-XII, Islamabad, Ministry

    of Education (Curriculum Wing)

  • Latest Revision June 2012 Page 8

    Classify, collate and display data.

    Construct and or interpret visual representations of phenomena and relationships (diagrams, graphs, flowcharts, physical models).

    Analyze data and draw conclusions.

    Evaluate investigative procedures and the conclusions drawn from such investigations.

    Understanding the nature and limitations of scientific activity:

    For each facet of scientific activity selected for study, students should:

    Describe and exemplify it.

    Use appropriately any fundamental terms and classification related to it.

    Recognise that the problem-solving nature of science has limitations.

    Acknowledge that people engaged in science, a particularly human enterprise, have the characteristics of people in general.

    Appreciating influences of science and technology

    Student should:

    Recognise that the technology resulting from scientific activity influences the quality of life and economic development through or by improvements in medical

    / health care nutrition and agricultural techniques.

    Explain that these influences may be the result of unforeseen consequences, rapid exploitation, or rapid cultural changes.

    Realize that advances in technology require judicious applications.

    Respecting evidence, rationality and intellectual honesty:

    Student should:

    Display respect for evidence, rationality and intellectual honesty given the number of emotive issues in the area of chemistry.

    Showing capacities to communicate:

    Students should:

    Comprehend the intention of a scientific communication, the relationship among its parts and its relationship to what they already know.

    Select and use the relevant parts of a communication.

    Translate information fro communications in particular modes (spoken, written, tables, graphs flowcharts, diagrams) to other modes.

    Structure information using appropriate modes to communicates.

  • Latest Revision June 2012 Page 9

    Working with others:

    Students should actively participate in group work and:

    Share the responsibility for achieving the group.

    Show concern for the fullest possible involvement of each group member.

    2. Rationale of the AKU-EB Examination Syllabus

    2.1 General Rationale

    2.1.1 In 2007, the Curriculum Wing of the Federal Ministry of Education (MoE)

    issued a revised part-wise Scheme of Studies. All subjects are to be taught and

    examined in both classes XI and XII. It is therefore important for teachers,

    students, parents and other stakeholders to know:

    (a) that the AKU-EB Scheme of Studies for its HSSC examination

    (Annex A) derives directly from the 2007 Ministry of Education

    Scheme of Studies;

    (b) which topics will be examined in Class XI and in Class XII;

    (c) at which cognitive level or levels (Knowledge, Understanding,

    Application and other higher order skills) the topics and sub-topics will

    be taught and examined;

    2.1.2 This AKU-EB examination syllabus addresses these concerns. Without such

    guidance teachers and students have little option other than following a single

    textbook to prepare for an external examination. The result is a culture of rote

    memorization as the preferred method of examination preparation. The

    pedagogically desirable objectives of the National Curriculum which

    encourage observation, creativity and other higher order thinking [skills] are

    generally ignored. AKU-EB recommends that teachers and students use

    multiple teaching-learning resources for achieving the specific objectives of

    the National Curriculum reproduced in the AKU-EB examination syllabuses.

    2.1.3 The AKU-EB examination syllabuses use a uniform layout for all subjects to

    make them easier for teachers to follow. Blank sheets are provided in each

    syllabus for writing notes on potential lesson plans. It is expected that this

    arrangement will also be found helpful by teachers in developing classroom

    assessments as well as by question setters preparing material for the AKU-EB

    external examinations. The AKU-EB aims to enhance the quality of education

    through improved classroom practices and improved examinations.

  • Latest Revision June 2012 Page 10

    2.1.4 The Student Learning Outcomes (SLOs) in Section 3 start with command

    words such as list, describe, relate, explain, etc. The purpose of the command

    words is to direct the attention of teachers and students to specific tasks that

    candidates following the AKU-EB examination syllabuses are expected to

    undertake in the course of their subject studies. The examination questions

    will be framed using the same command words or the connotation of the

    command words, to elicit evidence of these competencies in candidates

    responses. The definitions of command words used in this syllabus are given

    in Section 7. It is hoped that teachers will find these definitions useful in

    planning their lessons and classroom assessments.

    2.1.5 The AKU-EB has classified SLOs under the three cognitive levels,

    Knowledge (K), Understanding (U) and Application of knowledge and skills

    (A) in order to derive multiple choice questions and constructed response

    questions on a rational basis from the subject syllabuses ensuring that the

    intentions of the National Curriculum should be met in full. The weighting of

    marks to the Multiple Choice and Constructed Response Papers is also derived

    from the SLOs, command words and cognitive levels. In effect the SLOs

    derived from the National Curriculum determine the structure of the AKU-EB

    subject examination set out in Section 4 and 5.

    2.1.6 Some topics from the National Curriculum have been elaborated and enriched

    for better understanding of the subject and/or to better meet the needs of

    students in the twenty-first century.

    2.2. Specific Rationale of the AKU-EB Chemistry Examination Syllabus

    2.2.1 The National Education Policy (1998-2010) outlines the following objectives

    for higher secondary education:

    a. To prepare the students well for the pursuit of professional and

    specialized education;

    b. To make available such teaching and learning materials that will make

    learning rewarding and attractive.

    c. To introduce a system of evaluation that emphasizes learning of

    concepts and discourages rote memorization.

  • Latest Revision June 2012 Page 11

    2.2.2 In line with National Education Policy, the AKU-Examination Board

    syllabuses in science subject focus on the following:

    a. Broadening students conceptual understanding through

    opportunities for enhancing their scientific skills, inquiry and

    experimentation.

    b. Allocating marks for each cognitive level of learning such as

    knowledge, understanding and application. The importance of

    content has been clearly elaborated as student learning outcomes.

    c. Reducing overloading and repetition. There is a need to look at the

    syllabus critically with due consideration to the fundamental concepts

    of secondary level science.

  • Latest Revision June 2012 Page 12

    3. Topics and Student Learning Outcomes of the Examination Syllabus

    PartI (Class XI)

    Topic Student Learning Outcomes Cognitive Level2

    K U A

    1. Stoichiometry Candidates should be able to:

    1.1 Mole and Avogadros

    Number

    1.1.1 define moles and Avogadros number; *

    1.1.2 define moles concept with the help of Avogadros number; *

    1.1.3 calculate the number of moles of substances; *

    1.1.4 interpret a balanced chemical equation in terms of interacting moles,

    representative particles, masses and volume of gases at STP (22.4 L);

    *

    1.2 Mole Calculation

    1.2.1 calculate mole ratios from a balanced equation for use as conversion

    factors in stoichiometric problems;

    *

    1.3 Formulae and Percentage

    Composition

    1.3.1 calculate % (percentage) by mass of elements in compounds; *

    1.3.2 deduce empirical and molecular formula of compounds;

    *

    1.4 Excess and Limiting

    Reagent

    1.4.1 deduce the limiting reagent in reactions; *

    1.4.2 calculate maximum amount of product produced and amount of any

    unreacted excess reagent, knowing the limiting reagent in a reaction;

    *

    1.5 Chemistry as a

    Quantitative Science

    1.5.1 list down the significance of chemistry as quantitative science in daily

    life;

    *

    2 K = Knowledge, U = Understanding, A= Application (for explanation see Section 7: Definition of command words used in Student Learning Outcomes and in Examination

    Questions).

  • Latest Revision June 2012 Page 13

    NOTES

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    K U A

    1.6 Theoretical and Actual

    Yield

    1.6.1 distinguish between actual yield, percentage yield and theoretical

    yield;

    *

    1.6.2 calculate the percentage yield of a product in a given reaction. *

    2. Atomic Structure Candidates should be able to:

    2.1 Discharge Tube

    Experiment

    2.1.1 explain the construction, working of discharge tube and also its

    consequences with reference to the discovery of electron and proton;

    *

    2.2 Application of Bohrs

    Model

    2.2.1 summarize Bohrs atomic theory; *

    2.2.2 calculate the radius and energy of revolving electrons in orbits using

    the concept of Bohrs model;

    *

    2.2.3 explain spectral line of hydrogen atom; *

    2.2.4 calculate wave numbers of photons of various spectral series by using

    the concept of Bohrs theory;

    *

    2.2.5 discuss the defects of Bohrs atomic model;

    *

    2.3 Planks Quantum Theory 2.3.1 explain the relation between energy, frequency and wave length using

    Planks theory;

    *

    2.4 X-Rays and Atomic

    Numbers

    2.4.1 describe Moseleys experiment with reference to X-rays; *

    2.4.2 state Moseleys law and its significance; *

    2.4.3 explain the production, properties and types of X-rays; *

    2.4.4 list the uses of X-rays;

    *

    2.5 Heisenbergs Uncertainty

    Principle and Quantum

    Numbers

    2.5.1 describe the concepts of orbital on the basis of uncertainty principle; *

    2.5.2 compare orbit and orbital; *

    2.5.3 apply the concept of quantum number to specify the position and

    distribution of electrons;

    *

  • Latest Revision June 2012 Page 15

    NOTES

  • Latest Revision June 2012 Page 16

    K U A

    2.6 Dual Nature of Electron

    2.6.1 explain the dual nature of electron with reference to de-Broglie

    equation;

    *

    2.7 Electronic Configuration 2.7.1 state the rules of electronic configuration (Aufbau, Hunds, and Paulis

    exclusion);

    *

    2.7.2 show correct electronic configuration of elements based on above rules.

    *

    3. Theories of Covalent Bonding and Shape of Molecules

    Candidates should be able to:

    3.1 Bond Characteristics 3.1.1 define bond energy; *

    3.1.2 relate bond energy with bond strength; *

    3.1.3 define bond length; *

    3.1.4 explain ionic character of covalent bond; *

    3.1.5 predict the nature of bonding on the basis of electronegativity; *

    3.1.6 describe the change in bond length of heteronuclear molecules due to

    the difference of electronegativity values of bonded atoms;

    *

    3.1.7 explain dipole moment; *

    3.1.8 predict geometry and dipole moment of different molecules on the

    basis of molecular theory;

    *

    3.2 Shape of Molecules 3.2.1 state the postulate of valence shell electron pair repulsion (VSEPR)

    theory;

    *

    3.2.2 describe the shape of simple covalent molecules using VSEPR theory;

    *

    3.3 VBT, MOT and

    Hybridization

    3.3.1 explain and compare VBT and MOT; *

    3.3.2 predict the electronic configuration, bond order and magnetic properties

    of homonuclear diatomic molecules with the help of MOT;

    *

    3.3.3 explain hybridization and describe the shapes of simple molecules

    using orbital hybridization (sp, sp2, sp

    3);

    *

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    NOTES

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    K U A

    3.4 Effect of Bonding on

    Physical and Chemical

    Properties

    3.4.1 explain the solubility of ionic and covalent compounds on the nature

    of bonding;

    *

    3.4.2 explain chemical properties of ionic and covalent compounds; *

    3.4.3 compare directional and non-directional nature of ionic and covalent

    bonds.

    *

    4. States of Matter I: Gases Candidates should be able to:

    4.1 Kinetic Molecular Theory of

    Gases

    4.1.1 list down the postulate of kinetic molecular theory (KMT) of gases; *

    4.1.2 state and explain the gas laws (Boyles, Charless, Avogadros,

    Daltons law of partial pressure and Grahams law of

    diffusion/effusion);

    *

    4.1.3 explain the gas laws with reference to Kinetic Molecular Theory;

    *

    4.2 Absolute Temperature Scale

    on the Basis of Charless Law

    4.2.1 explain absolute zero on the basis of Charless law; *

    4.2.2 convert temperature into different scales; *

    4.3 Ideal Gas Equation 4.3.1 derive ideal gas equation; *

    4.3.2 calculate the values of ideal gas constant in different units; *

    4.3.3 apply ideal gas equation for the calculation of mass, pressure,

    volume, temperature and density of a gas;

    *

    4.3.4 calculate the gram molecular mass of a gas from density

    measurement of gases at STP;

    *

    4.3.5 explain how pressure affects scuba divers at varying depths;

    *

    4.4 Deviation from Ideal

    Behaviour

    4.4.1 explain deviation of gases from their ideal behaviour; *

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    NOTES

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    K U A

    4.5 Vander Waals Equation 4.5.1 derive Vander Waals equation; *

    4.5.2 explain pressure and volume correction for non-ideal gases;

    *

    4.6 Liquefaction of Gases 4.6.1 explain the general principle of liquefaction of gases; *

    4.6.2 discuss Lindes method for the liquefaction of gases;

    *

    4.7 Fourth State of Matter:

    Plasma

    4.7.1 define and explain the formation of plasma; *

    4.7.2 describe the characteristics and applications of plasma. *

    5. States of Matter II: Liquids Candidates should be able to:

    5.1 Kinetic Molecular

    Interpretation of Liquid

    5.1.1 describe the following terms: diffusion, compression, expansion,

    motion of molecules, intermolecular forces, and kinetic energy in

    liquids using kinetic molecular theory;

    *

    5.2 Intermolecular Forces

    5.2.1 explain applications of dipole-dipole forces, hydrogen bonding and

    London forces;

    *

    5.2.2 explain physical properties of liquids such as evaporation, vapour

    pressure, boiling point, viscosity and surface tension;

    *

    5.2.3 explain the properties of water (high surface tension, high specific

    heat, low vapour pressure, high heat of vaporisation, high boiling

    point and anomalous behaviour of water when its density shows

    maximum at 4C using the concept of hydrogen bonding);

    *

    5.2.4 compare the volatility of different liquids at same temperature based

    on intermolecular forces;

    *

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    NOTES

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    K U A

    5.3 Energetic of Phase

    Changes

    5.3.1 define molar heat of fusion, heat of vaporization, molar heat of

    sublimation;

    *

    5.3.2 relate energy changes with changes in intermolecular forces; *

    5.3.3 describe dynamic equilibrium between different physical states of

    matter;

    *

    5.4 Liquid Crystals 5.4.1 explain the formation of liquid crystals; *

    5.4.2 differentiate liquid crystals from pure liquids and crystalline solids; *

    5.4.3 state the uses of liquid crystals (as temperature sensors, in

    thermometers, skin thermography, electrical circuits and devices,

    chromatographic separations, and as display screens).

    *

    6. States of Mater III: Solids Candidates should be able to:

    6.1 Kinetic Molecular

    Interpretation of Solids

    6.1.1 describe simple properties of solids e.g. diffusion, compression,

    expansion, motion of molecules, intermolecular forces and kinetic

    energy with reference to kinetic molecular theory;

    *

    6.2 Types of Solids 6.2.1 distinguish between crystalline and amorphous solid; *

    6.2.2 differentiate between isomorphism and polymorphism; *

    6.2.3 relate polymorphism with allotropy; *

    6.2.4 describe transition temperature with examples;

    *

    6.3 Properties of Solids

    6.3.1 describe different properties of crystalline solids e.g. symmetry,

    melting point, anisotropy, cleavage plane, crystal growth, geometrical

    shape and habit of crystals;

    *

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    NOTES

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    K U A

    6.4 Crystal Lattice 6.4.1 define unit cell and lattice energy; *

    6.4.2 explain energy changes in the formation of sodium chloride crystal lattice;

    *

    6.5 Types of Crystalline

    Solid

    6.5.1 differentiate among different types of crystalline solids (ionic, molecular,

    metallic and covalent);

    *

    6.5.2 list examples of crystalline and amorphous solids along with their uses in

    daily life.

    *

    7. Chemical Equilibrium Candidates should be able to:

    7.1 Reversible Reaction and

    Dynamic Equilibrium

    7.1.1 define reversible reaction; *

    7.1.2 define equilibrium reaction; *

    7.1.3 determine equilibrium expression for different given reactions; *

    7.1.4 relate equilibrium expressions to concentration, partial pressure, number of

    moles and mole fraction;

    *

    7.1.5 determine expression for reaction quotient;

    *

    7.2 Factors Affecting

    Equilibrium

    7.2.1 state Le-Chateliers principle; *

    7.2.2 explain the conditions favourable for equilibrium (concentration,

    temperature, pressure, catalyst) to focus the high yield of industrial

    products;

    *

    7.2.3 recognise the equilibrium state from the given value of Kc; *

    7.2.4 relate the equilibrium constant with ratio between concentration of

    products and reactants;

    *

    7.3 Industrial Application

    of Le-Chateliers

    Principle

    7.3.1 apply Le-Chateliers principle in different situations; *

    7.3.2 discuss the effect of catalyst, temperature, pressure, volume and

    concentration on the equilibrium state of given reversible reactions;

    *

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    NOTES

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    K U A

    7.4 Solubility Product and

    Precipitation Reactions

    7.4.1 define solubility product; *

    7.4.2 distinguish between solubility and solubility product; *

    7.4.3 explain why some substances are more soluble and some are less

    soluble;

    *

    7.4.4 calculate concentration of ions of slightly soluble salts;

    *

    7.5 Common Ion Effect 7.5.1 define common ion effect; *

    7.5.2 discuss common ion effect and its application.

    *

    8. Acids, Bases and Salts Candidates should be able to:

    8.1 Acids, Bases and

    Amphoteric Substances

    8.1.1 define acids, bases and amphoteric compounds; *

    8.1.2 explain the significance of acid base reactions in daily life (food

    preservation, allergic reactions, importance of iodine in salt, gastric

    acidity, curdling of milk);

    *

    8.1.3 calculate molarity, molality and strength of given sample solutions

    based on acid-base titration;

    *

    8.2 Lowry - Bronsted

    Concept of Acids and Bases

    8.2.1 define acids and bases according to Lowry Bronsted theory; *

    8.3 Conjugate Acids and Bases 8.3.1 define conjugate acid and conjugate base; *

    8.3.2 compare the strength of conjugate acids and bases; *

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    NOTES

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    K U A

    8.4 Strengths of Acids and

    Bases

    8.4.1 explain the ionization constant of water (Kw); *

    8.4.2 compare the strength of acids and bases using pH and pOH; *

    8.4.3 derive the dissociation constants of acid, base and water (Ka, Kb and

    Kw);

    *

    8.4.4 calculate the +OH3 concentration by using the given Ka and molar

    concentration of weak acid;

    *

    8.4.5 explain the term levelling effect;

    *

    8.5 Lewis Concept of Acids

    and Bases

    8.5.1 define Lewis acids and bases along with examples; *

    8.5.2 classify the given compounds (e.g. NH3, AlCl3, BF3, etc.) as Lewis

    acids or bases;

    *

    8.6 Buffer Solution 8.6.1 define buffer solution; *

    8.6.2 state the importance of buffer in daily life; *

    8.6.3 describe the preparation of different types of buffer; *

    8.6.4 explain with the help of equations the buffer action to maintain pH of

    solutions ;

    *

    8.7 Hydrolysis and Hydration 8.7.1 define hydrolysis; *

    8.7.2 explain the types of salt on the basis of hydrolysis; *

    8.7.3 differentiate between hydrolysis and hydration; *

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    NOTES

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    K U A

    9. Chemical Kinetics

    Candidates should be able to:

    9.1 Chemical Kinetics

    9.1.1 define chemical kinetics;

    *

    9.2 Rate and Order of

    Reaction

    9.2.1 explain the relation of speed-of-reaction with time; *

    9.2.2 define the terms, rate of reaction, rate equation, order of reactions,

    rate constant and rate determining step;

    *

    9.2.3 explain the significance of the rate determining step on the overall

    rate of a multistep reaction;

    *

    9.2.4 determine the rate law for the given reaction; *

    9.2.5 deduce the order of reaction using the method of initial rate;

    *

    9.3 Collision Theory,

    Transition State and

    Activation Energy

    9.3.1 relate activation energy and activated complex to the rate of reaction; *

    9.3.2 calculate the initial rate using concentration data of given reactions; *

    9.3.3 draw an energy diagram that represents the activation energy and

    show the effect of catalyst;

    *

    9.3.4 explain the effect of concentration, temperature and surface area on

    reaction rate by using collision theory;

    *

    9.4 Catalysis 9.4.1 explain how a homogeneous and a heterogeneous catalyst works; *

    9.4.2 explain the effect of catalyst on the rate of reaction; *

    9.4.3 explain the significance of enzymes in daily life (such as biological

    catalysts or in removing stains from fabrics).

    *

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    K U A

    10. Solution and Colloids

    Candidates should be able to:

    10.1 Concentration Units

    10.1.1 calculate the different concentration units of solutions (percentage

    composition, molarity, molality, mole fraction, ppm, ppb, ppt) from the

    given data;

    *

    10.2 General Properties of

    Solution and Solubility

    10.2.1 distinguish between hydrophilic and hydrophobic molecules; *

    10.2.2 predict the nature of solutions in liquid phase in the given examples (w.r.t.

    miscible, immiscible, partially miscible solution);

    *

    10.2.3 interpret the solubility graph on the basis of temperature for different

    solutions;

    *

    10.3 Raoults Law 10.3.1 state Raoults law (all three definitions); *

    10.3.2 identify volatile and non-volatile components of solution by plotting

    graph;

    *

    10.3.3 draw a graph using Raoults law from the given data;

    *

    10.4 Colligative Properties 10.4.1 define colligative properties of liquids with examples; *

    10.4.2 explain lowering of vapour pressure, elevation of boiling point and

    depression of freezing point;

    *

    10.4.3 calculate molar mass of a substance using ebullioscopic and cryoscopic

    methods;

    *

    10.4.4 differentiate between osmotic pressure and reverse osmosis;

    *

    10.5 Colloid, Suspension and

    Solution

    10.5.1 describe the properties of colloids, suspension and solution; *

    10.5.2 explain the types of colloids; *

    10.5.3 compare the characteristics of colloids and suspension that distinguish

    these from solution;

    *

    10.5.4 classify the given substances as solutions, colloids or suspensions. *

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    K U A

    11. Thermochemistry

    Candidates should be able to:

    11.1 Thermodynamics 11.1.1 define thermodynamics; *

    11.1.2 define the terms, system, surrounding, state function, heat, internal

    energy, work and enthalpy;

    *

    11.2 First Law of

    Thermodynamics

    11.2.1 state and explain the first law of thermodynamics with the help of daily

    life examples;

    *

    11.2.2 relate change in internal energy of system with thermal energy at

    constant volume and pressure;

    *

    11.2.3 calculate internal energy and work done of a system by applying the first

    law of thermodynamics;

    *

    11.3 Hesss Law 11.3.1 state and explain Hesss law of heat summation; *

    11.3.2 construct simple energy cycles by using Hesss law for any given

    reactions;

    *

    11.3.3 calculate standard heat of formation and heat of reaction by using Hesss

    law;

    *

    11.3.4 explain working of a calorimeter (glass and bomb calorimeter); *

    11.3.5 calculate the heat of reaction in a calorimeter from the given

    experimental data;

    *

    11.4 Born-Haber Cycle

    11.4.1 explain reaction pathway diagram in terms of enthalpy changes of the

    reactions (of ionic compounds) using Born-Habers cycle;

    *

    11.4.2 calculate lattice energy and enthalpy of formation of ionic compounds

    from given set of appropriate data;

    *

    11.5 Heat Capacity

    11.5.1 describe the terms, heat capacity, specific heat capacity and molar heat

    capacity.

    *

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    K U A

    12. Electrochemistry Candidates should be able to:

    12.1 Oxidation - Reduction

    Concept

    12.1.1 define the terms, reduction, oxidation, oxidation number, reducing

    agent and oxidizing agent;

    *

    12.1.2 determine oxidation number of an atom in pure substance or in a

    compound;

    *

    12.1.3 determine reducing and oxidizing agent by using oxidation number

    change method;

    *

    12.1.4 balance the equation using oxidation number method; *

    12.1.5 recognise oxidation and reduction half reaction; *

    12.1.6 balance the equation using half reaction method; *

    12.1.7 explain the uses of redox reactions in daily life (protection of metal

    surfaces from corrosion and other harmful agents, solar cells as a source

    of energy);

    *

    12.1.8 perform oxidation-reduction titrations and related calculations;

    *

    12.2 Electrode, Electrode

    Potential and

    Electrochemical Series

    12.2.1 define cathode, anode, electrode potential, Standard Hydrogen

    Electrode (S.H.E.) and electrochemical series;

    *

    12.3 Types of

    Electrochemical Cells

    12.3.1 define cell potential; *

    12.3.2 determine the potential of electrochemical cell from the given data; *

    12.3.3 describe reactions occurring within lead storage batteries; *

    12.3.4 explain production of electrical energy in a fuel cell; *

    12.3.5 define standard electrode potential;

    *

    12.4 Faradays Law 12.4.1 state and explain Faradays first and second law ; *

    12.4.2 calculate the quantity of charge passed in an electrochemical cell during

    electrolysis;

    *

    12.4.3 calculate the mass or volume of substance liberated during electrolysis. *

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    PartII (Class XII)

    Topic Student Learning Outcomes Cognitive Level

    K U A

    13. s- and p-Block Elements Candidates should be able to:

    13.1 Period (Na to Ar) 13.1.1 identify the demarcation of the periodic table into s, p, d and f-blocks; *

    13.1.2 determine group, period and block of given elements by using

    electronic configuration;

    *

    13.1.3 list down the elements in period 3; *

    13.1.4 explain the periodicity of physical properties (like atomic radius,

    ionization energy, electronegativity, electron affinity, electrical

    conductivity, melting and boiling points) of elements within groups

    and periods in the periodic table;

    *

    13.1.5 describe the reaction of period 3 elements with water, oxygen and

    chlorine;

    *

    13.1.6 describe the reaction of oxides and chlorides of period 3 elements

    with water;

    *

    13.1.7 describe physical properties (such as bonding, conductivity of liquid

    and solubility) and acid-base behaviour of oxides and chlorides of

    period 3 elements;

    *

    13.2 Group 1

    13.2.1 describe oxidation states and trends in physical properties in group 1

    (such as ionization energy, electronegativity, atomic radius, melting

    and boiling point);

    *

    13.2.2 describe the chemical reaction of group 1 elements with water,

    oxygen and chlorine;

    *

    13.2.3 explain effect of heat on nitrates, carbonates and hydrogen carbonates

    of group 1 elements;

    *

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    K U A

    13.3 Group 2 13.3.1 describe oxidation states and trends in physical properties in group 2

    elements (such as ionization energy, electronegativity, atomic radius,

    melting and boiling point);

    *

    13.3.2 describe the chemical reaction of group 2 elements with water, oxygen

    and nitrogen;

    *

    13.3.3 discuss the trend in solubility of hydroxides, sulphates and carbonates of

    group 2 elements;

    *

    13.3.4 discus the trends in thermal stability of nitrates and carbonates of group 2

    elements;

    *

    13.3.5 differentiate beryllium from other members of its group;

    *

    13.4 Group 4

    13.4.1 describe variation in oxidation states and trends in physical properties of

    group 4 elements (such as ionization energy, electronegativity, atomic

    radius, metallic character, melting and boiling point);

    *

    13.4.2 describe the reaction of water with chlorides of carbon, silicon and lead; *

    13.4.3 compare the structure and stability of chlorides of carbon, silicon and

    lead;

    *

    13.4.4 describe the structure of CO2 and SiO2; *

    13.4.5 discuss the acid-base behaviour of oxides of group 4 elements;

    *

    13.5 Group 7 13.5.1 discuss oxidation states and trends in physical property of group 7

    elements (such as atomic radius, electronegativity, electron affinity, bond

    energy, melting and boiling point);

    *

    13.5.2 discuss bond enthalpies and acidic strength of hydrogen halide; *

    13.5.3 compare the strength of halide ions as reducing agents; *

    13.5.4 explain the significance of following elements in daily life (iodine

    prevents from goitre, fluoride prevents tooth decay, use of steel, tin,

    aluminium and glass for canning purposes in beverage and food industry).

    *

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    K U A

    14. d- and f- Block Elements (Transition)

    14.1 General Feature of

    Transition Elements

    14.1.1 describe the general features of transition elements (colour, variable

    oxidation states, use as catalyst);

    *

    14.2 Electronic Structure 14.2.1 describe the electronic structure of elements and ions of d-block; *

    14.2.2 explain anomalous behaviour of chromium and copper with respect to

    electronic configuration;

    *

    14.2.3 show the electronic configuration of given elements and ions of d

    block;

    *

    14.3 Chemistry of Some

    Specific Transition

    Elements

    14.3.1 describe important reactions (redox reaction) and uses of vanadium,

    chromium, copper, manganese and iron as catalyst;

    *

    14.4 Coordination Compounds

    14.4.1 explain shapes, origin, colour and nomenclature of coordination

    compounds;

    *

    14.4.2 relate the coordination number of ions to the crystal structure of the

    compound of which they are a part;

    *

    14.4.3 describe properties of alloys with reference to the metals that compose

    them;

    *

    14.4.4 describe the reaction of K2Cr2O7 with oxalic acid and Mohrs salts; *

    14.4.5 describe the reaction of KMnO4 with FeSO4, oxalic acid and Mohrs

    salts;

    *

    14.4.6 explain the reaction of Hexaaquacopper(II)ion with iodide and

    determine the concentration of copper ion in the solution.

    *

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    K U A

    15. Organic Compounds Candidates should be able to:

    15.1 Sources of Organic

    Compounds (Living and

    Non-Living)

    15.1.1 explain general properties, diversity and magnitude of organic

    compounds;

    *

    15.2 Coal as a Source of

    Organic Compound

    15.2.1 explain the destructive distillation of coal; *

    15.2.2 explain the use of coal as a source of both aliphatic and aromatic

    hydrocarbons;

    *

    15.3 Classification of Organic

    Compound

    15.3.1 classify organic compounds on structural basis; *

    15.4 Functional Group and

    Homologous Series

    15.4.1 define functional groups and homologous series; *

    15.4.2 recognise a molecules functional group. *

    16. Hydrocarbons Candidates should be able to:

    16.1 Nomenclature, Shape of

    Molecules and Resonance

    16.1.1 describe the nomenclature and shapes of molecule focusing on sigma

    and pi carbon-carbon bonds (alkane, alkene, cycloalkane, alkynes,

    benzenes and substituted benzene);

    *

    16.1.2 explain the phenomenon of resonance and stability of benzene;

    *

    16.2 Alkanes

    16.2.1 explain unreactive nature of alkanes towards polar reagents; *

    16.2.2 explain homolytic and heterolytic fission, free radical initiation,

    propagation and termination;

    *

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    K U A

    16.3 Free Radical Substitution

    Reaction

    16.3.1 describe the mechanism of free radical substitution with reference to

    methane and ethane;

    *

    16.4 Oxidation of Organic

    Compounds

    16.4.1

    recognise and complete the redox reaction of organic compounds

    (hydrocarbons);

    *

    16.5 Isomerism

    16.5.1

    describe isomerism, stereo-isomerism and structural isomerism with

    suitable examples;

    *

    16.5.2 explain what is meant by chiral centre and show that such a centre

    gives rise to optical isomerism;

    *

    16.5.3 determine chiral centres in given structural formula of a molecule;

    *

    16.6 Alkenes

    16.6.1 describe the reactivity of alkenes exemplified by ethene; *

    16.6.2

    describe the preparation of ethene from dehydration of alcohol and

    dehydrohalogenations of alkyl halide using chemical equations;

    *

    16.6.3 describe the reactions of ethene (hydrogenation, hydration,

    hydrohalogenation, halogenation, halohydration, epooxidation,

    ozonolysis and polymerization);

    *

    16.7 Alkynes

    16.7.1 compare the reactivity of alkynes with alkanes, alkenes and arenes

    (aromatic compounds);

    *

    16.7.2 describe the preparation of alkynes using elimination reaction; *

    16.7.3 explain the acidic strength of alkynes (w.r.t. its reaction with metals); *

    16.7.4 explain the chemistry of alkynes by hydrogenation,

    hydrohalogenation, hydration, bromination and ozonolysis);

    *

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    K U A

    16.8 Benzene and Substituted

    Benzene

    16.8.1 compare the reactivity of benzene with alkene and alkane; *

    16.8.2 describe the mechanism of electrophilic substitution reaction of

    benzene;

    *

    16.8.3 discuss the chemistry of benzene and methyl benzene by nitration,

    sulphonation, halogenation, Friedal craft alkylation and acylation.

    *

    17. Alkyl halides and Amines Candidates should be able to:

    17.1 Alkyl halides 17.1.1 apply IUPAC system for naming alkyl halides; *

    17.1.2 discuss physical properties and reactivity of different alkyl halides

    on the basis of bond energy; *

    17.1.3 draw the structure of different alkyl halides by the given formula; *

    17.1.4 describe the preparations of alkyl halide by the reaction of alcohol

    with HX, SOCl2, PX3 and by radical halogenations of alkane;

    *

    17.2 Nucleophilic Substitution

    Reaction

    17.2.1 describe the mechanism of nucleophilic substitution (SN) reaction; *

    17.2.2 compare SN1 and SN2 reaction; *

    17.2.3 deduce the mechanism of SN reaction for the given alkyl halide

    using chemical equations; *

    17.2.4 recognise nucleophile (base), substrate and leaving group in the

    given reactions; *

    17.2.5 discuss carbocation and its stability;

    *

    17.3 Elimination Reaction 17.3.1 describe the mechanism of different types of elimination reaction; *

    17.3.2 compare E1 and E2 reaction; *

    17.3.3 deduce the mechanism of elimination reaction in the given alkyl

    halide using chemical equations; *

    17.3.4 compare substitution reaction and elimination reaction; *

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    K U A

    17.4 Organo-Metallic

    Compounds (Grignard

    Reagent)

    17.4.1 describe the preparation and reactivity of Grignards reagent; *

    17.4.2 describe chemical reaction of Grignards reagent with aldehydes,

    ketones, esters and carbon dioxide;

    *

    17.5 Amines

    17.5.1 apply IUPAC system for naming amines; *

    17.5.2 discuss physical properties of amines (melting point, boiling point

    and solubility);

    *

    17.5.3 draw the structure of amines (primary, secondary and tertiary) from

    the given formula;

    *

    17.5.4 explain basicity of amines (basic character); *

    17.5.5 describe preparation of amines by alkylation of NH3, by alkyl halide

    and reduction of nitrile, nitro and amide functional groups;

    *

    17.5.6 describe chemical reaction of amines (alkylation with RX, reaction

    with aldehydes and ketones);

    *

    17.5.7 describe preparation of amides and diazonium salts; *

    17.5.8 describe isomerism in alkyl halides and amines. *

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    K U A

    18. Alcohols, Phenols and Ethers

    Candidates should be able to:

    18.1 Alcohols

    18.1.1 apply IUPAC system for naming different alcohols; *

    18.1.2 describe the physical properties and structure of alcohol; *

    18.1.3 distinguish among primary, secondary and tertiary alcohols using Lucas

    reagent test;

    *

    18.1.4 differentiate between methanol and ethanol using iodoform test (haloform

    reaction);

    *

    18.1.5 describe the preparation of alcohol by reduction of aldehydes, ketones,

    carboxylic acids and esters using chemical equations;

    *

    18.1.6 discuss the acidic character of alcohol (as exemplified by ethanol); *

    18.1.7 describe the chemistry of alcohol by preparation of ethers, esters,

    oxidative cleavage of 1-2-diols;

    *

    18.1.8 define thiols (RSH); *

    18.1.9 describe the uses of alcohol (disinfectant and antiseptic);

    *

    18.2 Phenols 18.2.1 apply IUPAC system for naming different phenols; *

    18.2.2 discuss the physical properties, structure and acidic behaviour of phenol; *

    18.2.3 describe the preparation of phenols from the given compounds (benzene

    sulphonic acid, chlorobenzene, acidic oxidation of cumene and hydrolysis

    of diozomium salts) using chemical equations;

    *

    18.2.4 discuss the reactivity of phenol (electrophilic aromatic substitution,

    reaction with Na metal and oxidation);

    *

    18.2.5 differentiate between alcohols and phenols; *

    18.2.6 explain isomerism in alcohols and phenols;

    *

    18.3 Ethers 18.3.1 identify common and IUPAC names of different ethers from their formula; *

    18.3.2 describe the physical and chemical properties of ethers; *

    18.3.3 describe the preparation of ethers by the following methods (Williamson

    synthesis, reaction of alkyl halides with dry silver oxide, reaction of

    alcohols with excess H2SO4) using chemical equations;

    *

    18.3.4 recognise the use of ether in medicine (for anaesthesia). *

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    K U A

    19. Carbonyl Compound I: Aldehydes and Ketones

    Candidates should be able to:

    19.1 Nomenclature and

    Structure

    19.1.1 apply IUPAC system for naming aldelydes and ketones; *

    19.1.2 draw the structure of given aldehydes and ketones;

    *

    19.2 Physical Properties

    19.2.1 explain the physical properties of aldehydes and ketones; *

    19.3 Preparation of Aldehydes

    and Ketones

    19.3.1 describe the preparation of aldehydes and ketones (by ozonolysis of

    alkene, hydration of alkyne, oxidation of alcohol, Friedal Craft

    acylation of aromatics) using chemical equations;

    *

    19.4 Reaction of Aldehydes and

    Ketones

    19.4.1 discuss the role of hydrogen for comparing the reactivity of

    aldehydes and ketones;

    *

    19.4.2 describe acid and base catalysed nucleophilic addition reaction of

    aldehydes and ketones;

    *

    19.4.3 discuss the chemistry of aldehydes and ketones by their reduction to

    hydrocarbons, alcohols, by using carbon nucleophiles, nitrogen

    nucleophiles and oxygen nucleophiles;

    *

    19.4.4 describe the oxidation reactions of aldehydes and ketones;

    *

    19.5 Isomerism

    19.5.1 draw all possible isomers of given aldehydes and ketones; *

    19.5.2 describe glucose and fructose as examples of aldehydes and ketones;

    *

    19.6 Uses and Effects

    19.6.1 list the uses of formaldehyde vapours in adhesives, varnish, paints,

    foam insulations, permanent press clothing;

    *

    19.6.2 describe the health hazards associated with the exposure to formalin. *

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    K U A

    20. Carbonyl Compound 2: Carboxylic Acid and Functional

    Derivatives

    Candidates should be able to:

    20.1 Nomenclature

    20.1.1 apply IUPAC system for naming carboxylic acid and their derivatives; *

    20.2 Structure and Physical

    Properties

    20.2.1 describe the structure and physical properties (solubility, melting point

    and boiling point) of carboxylic acid;

    *

    20.2.2 draw the structure of given compounds of carboxylic acids and their

    derivatives;

    *

    20.3 Acidity 20.3.1 discuss the acidic behaviour of carboxylic acid (on the basis of alpha

    carbon) and derivatives of carboxylic acid;

    *

    20.4 Preparation of Carboxylic

    Acid

    20.4.1 describe the preparation of carboxylic acid by Grignards reagent,

    hydrolysis of nitriles, oxidation of primary alcohol, aldehydes and

    alkyl benzene using chemical equations;

    *

    20.5 Reactivity 20.5.1 describe the reactivity of carboxylic acid; *

    20.5.2 compare the reactivity in different derivatives of carboxylic acid;

    *

    20.6 Reaction of Carboxylic

    Acid

    20.6.1 describe the preparation of acyl halides, acid anhydrides, esters and

    amides;

    *

    20.6.2 describe the inter-conversion reactions of the above mentioned

    carboxylic acid derivatives ;

    *

    20.6.3 describe reaction of the above mentioned carboxylic acid derivatives ;

    *

    20.7 Isomers

    20.7.1 describe isomerism in carboxylic acids (chain and functional); *

    20.7.2 draw all possible isomers of carboxylic acid from the given formula; *

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    K U A

    20.8 Uses 20.8.1 list carboxylic acids present in fruits, vegetables and other natural

    products;

    *

    20.8.2 list the uses of carboxylic acids (in plastic, leather, rubber, soap

    industries and as preservatives in food and food products,).

    *

    21. Biochemistry Candidates should be able to:

    21.1 Carbohydrates, Proteins

    and Lipids

    21.1.1 explain the basis of classification of carbohydrates, proteins and

    lipids;

    *

    21.1.2 describe structure-function relationship of carbohydrates, proteins and

    lipids;

    *

    21.1.3 explain role of carbohydrates in health and disease; *

    21.1.4 explain the nutritional importance of proteins and lipids; *

    21.1.5 explain different types of lipids (simple, compound, derived or

    associated including steroids);

    *

    21.1.6 explain how milk proteins can be precipitated by lowering the pH

    (using lemon juice);

    *

    21.2 Enzymes

    21.2.1 describe the role of enzymes as biological catalyst (for example in

    digestion of food);

    *

    21.2.2 explain the factors that affect enzyme activity; *

    21.2.3 explain the role of enzymes as inhibitors;

    *

    21.3 Nucleic Acids

    21.3.1 identify the structural components of DNA and RNA; *

    21.3.2 describe the role of DNA in terms of storing genetic information; *

    21.3.4 describe the role of RNA in terms of protein synthesis;

    *

    21.4 Minerals of Biological

    Significance

    21.4.1 describe the role of Fe, Ca, P and Zn in nutrition; *

    21.4.2 explain the role of biochemical compounds as hormones (insulin,

    cholesterol) to regulate human health.

    *

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    K U A

    22. Industrial Chemistry Candidates should be able to:

    22.1 Introduction

    22.1.1 discuss the importance of chemical industries in the economy of

    Pakistan;

    *

    22.1.2 list the raw materials available in Pakistan for various chemical and

    petrochemical industries;

    *

    22.2 Safety Measurement

    22.2.1 list some safety measures and precautions that should be followed in

    process industries;

    *

    22.3 Dyes and Pesticides

    22.3.1 discuss the importance of dyes and pesticides;

    *

    22.4 Petro-chemicals

    22.4.1 describe the fractional distillation and refining of petroleum; *

    22.4.2 describe the basic building block processes in petrochemical

    technology (polymerization with its examples);

    *

    22.4.3 recognise from the given equation the petrochemicals and chemicals

    derived from them (monomer and polymer);

    *

    22.4.4 list some major petrochemicals;

    *

    22.5 Synthetic Polymers (PVC

    and Nylon)

    22.5.1 describe the chemical processes of addition and condensation

    polymerization;

    *

    22.5.2 describe the formation and uses of PVC and nylon;

    *

    22.6 Synthetic Adhesive

    22.6.1 describe types and applications of synthetic adhesives;

    *

    22.7 Cosmetics 22.7.1 describe preparation and applications of various cosmetics like nail

    varnish, nail polish remover, hair dyes and lipsticks.

    *

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    K U A

    23. Environmental Chemistry Candidates should be able to:

    23.1 Chemistry of Troposphere

    and Stratosphere

    23.1.1 describe the various chemical reactions occurring in the atmosphere

    (w.r.t. formation of acid rain, ozone, ammonium nitrates and sulphates

    and carbon dioxide);

    *

    23.1.2 discuss the release of oxides of C, S, N and VOCs which are

    associated with combustion of hydrocarbon based fuel;

    *

    23.1.3 outline problems associated with the release of pollutants (e.g. acid

    rain and hazardous inorganic and organic compounds like

    peroxyacetyl nitrate (PAN) ;

    *

    23.1.4 describe causes and impacts of urban smog; *

    23.1.5 describe the role of CFCs in destroying ozone in the stratosphere; *

    23.1.6 list possible alternatives to the use of CFCs; *

    23.1.7 explain greenhouse effect and global warming as resulting in climate

    change;

    *

    23.2 Water Pollution and Water

    Treatment

    23.2.1 explain the various techniques / methods of water analysis (using pH

    meter, total dissolved solids (TDS) meter, titration method);

    *

    23.2.2 explain the methods of treatment for water purification (raw water

    treatment, sewage treatment, zeolite process and reverse osmosis);

    *

    23.3 Green Chemistry 23.3.1 describe green chemistry and its significance; *

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    K U A

    24. Analytical Chemistry Candidates should be able to:

    24.1 Classical and Modern

    Methods of Analysis

    24.1.1 compare the classical and modern methods of analysis (w.r.t.

    structural analysis of compounds);

    *

    24.1.2 describe the procedure of combustion analysis of hydrocarbon; *

    24.1.3 define spectroscopy and discuss its application in analytical chemistry; *

    24.1.4 explain the different regions of electromagnetic spectrum (according

    to wavelength);

    *

    24.1.5 outline the basic principles of IR spectroscopy (such as purpose,

    absorption of IR radiations, molecular rotation, molecular vibrations,

    vibrational coupling);

    *

    24.1.6 recognise benzene, acetone, carboxylic acid and ethanol from given IR

    spectra;

    *

    24.1.7 outline in simple terms the basic principles of proton NMR

    spectroscopy [such as purpose, nuclear spin, splitting of nuclear

    energy levels, chemical shift and spin-spin coupling (peak splitting

    patterns)];

    *

    24.1.8 explain instrumentation and working of a mass spectrometer (MS); *

    24.1.9 outline the use of MS in determination of relative isotopic masses; *

    24.1.10 explain atomic emission and atomic absorption spectrum; *

    24.1.11 discuss the use of MS in determination of drug abuse in forensic

    sciences.

    *

  • Latest Revision June 2012 Page 65

    NOTES

  • Latest Revision June 2012 Page 66

    4. Scheme of Assessment

    Class XI

    Table 1: Number of Student Learning Outcomes by Cognitive Level

    Topic

    No. Topics

    No. of

    Sub-

    Topics

    SLOs

    Total K U A

    1. Stoichiometry 6 3 1 8 12

    2. Atomic Structure 7 3 10 4 17

    3. Theories of Covalent Bonding and

    Shapes of Molecules

    4 3 10 3 16

    4. States of Matter I: Gases 7 1 12 4 17

    5. States of Matter II: Liquids 4 2 9 0 11

    6. States of Matter III: Solids 5 2 8 0 10

    7. Chemical Equilibrium 5 5 10 2 17

    8. Acids, Bases and Salts 7 7 11 2 20

    9. Chemical Kinetics 4 2 8 3 13

    10. Solution and Colloids 5 2 7 6 15

    11. Thermochemistry 5 2 6 5 13

    12. Electrochemistry 4 4 8 5 17

    Total 63 36 100 42 178

    Percentage 20 56 24 100

  • Latest Revision June 2012 Page 67

    Table 2: Allocation of Marks for the Multiple Choice Questions (MCQs),

    Constructed Response Questions (CRQs) and

    Extended Response Questions (ERQs)

    Topic

    No. Topics

    No. of

    Sub-

    Topics

    Marks

    Total Multiple

    Choice

    Questions

    Constructed

    Response

    Questions

    Extended

    Response

    Questions

    1. Stoichiometry 6

    9 9 7 25 2. Atomic Structure 7

    8. Acids, Bases and

    Salts 7

    3.

    Theories of Covalent

    Bonding and Shapes

    of Molecules

    4 3 6 0 9

    4. States of Matter I:

    Gases 7

    6 7 0 13 5. States of Matter II:

    Liquids 4

    6. States of Matter III:

    Solids 5

    7. Chemical

    Equilibrium 5 2 8 0 10

    9. Chemical Kinetics 4 2 4 0 6

    10. Solution and

    Colloids 5

    8 6 8 22 11. Thermochemistry 5

    12. Electrochemistry 4

    Total 63 30 40 15 85

    Practical 15

    Total 100

  • Latest Revision June 2012 Page 68

    Table 3: Paper Specifications

    Topic

    No. Topic Marks Distribution

    Total

    Marks

    1. Stoichiometry MCQs 9 @ 1 Mark

    CRQ 1 @ 4 Marks

    CRQ 1 @ 5 Marks

    *ERQ 1 @ 7 Marks

    Choose any ONE from TWO

    25 2. Atomic Structure

    8. Acids, Bases and Salts

    3. Theories of Covalent Bonding and

    Shapes of Molecules

    MCQs 3 @ 1 Mark

    CRQs 2 @ 3 Marks 9

    4. States of Matter I: Gases MCQs 6 @ 1 Mark

    CRQ 1 @ 3 Marks

    CRQ 1 @ 4 Marks

    13 5. States of Matter II: Liquids

    6. States of Matter III: Solids

    7. Chemical Equilibrium MCQs 2 @ 1 Mark

    CRQs 2 @ 4 Marks 10

    9. Chemical Kinetics MCQs 2 @ 1 Mark

    CRQ 1 @ 4 Marks 6

    10. Solutions and Colloids MCQs 8 @ 1 Mark

    CRQs 2 @ 3 Marks

    *ERQ 1 @ 8 Marks

    Choose any ONE from TWO

    22 11. Thermochemistry

    12. Electrochemistry

    Total MCQs

    30

    CRQs

    40

    ERQs

    15 85

    Practical 15

    Total Marks 100

    * Extended response questions (ERQs) will require answers in more descriptive form.

    The answers will be in a paragraph rather than a word or a single sentence.

  • Latest Revision June 2012 Page 69

    Class XII

    Table 4: Number of Student Learning Outcomes by Cognitive Level

    Topic

    No. Topics

    No. of

    Sub-Topics

    SLOs Total

    K U A

    13. s-and p-Block Elements 5 2 22 0 24

    14. d- and f- Block Elements

    (Transition) 4 0 10 1 11

    15. Organic Compound 4 1 5 0 6

    16. Hydrocarbons 8 0 19 0 19

    17. Alkyl Halides and Amines 5 0 17 6 23

    18. Alcohol, Phenols and Ethers 3 2 15 2 19

    19. Carbonyl Compound

    1. Aldehydes and Ketones 6 1 8 3 12

    20.

    Carbonyl Compound

    2. Carboxyl Acid and Functional

    Derivative

    8 2 9 3 14

    21. Biochemistry 4 1 13 0 14

    22. Industrial Chemistry 7 3 9 0 12

    23. Environmental Chemistry 3 2 8 0 10

    24. Analytical Chemistry 1 3 8 0 11

    Total 58 17 143 15 175

    Percentage 10 81 9 100

  • Latest Revision June 2012 Page 70

    Table 5: Allocation of Marks for the Multiple Choice Questions (MCQs),

    Constructed Response Questions (CRQs) and

    Extended Response Questions (ERQs)

    Topic

    No. Topics

    No. of

    Sub-

    Topics

    Marks

    Total Multiple

    Choice

    Questions

    Constructed

    Response

    Questions

    Extended

    Response

    Questions

    13. s-and p-Block

    Elements 5

    5 10 0 15

    14.

    d- and f- Block

    Elements

    (Transition)

    4

    17. Alkyl halides and

    Amines 5 3 4 0 7

    18. Alcohol, Phenol and

    Ether 3 4 5 0 9

    16. Hydrocarbons 8

    7 8 8 23 19.

    Carbonyl compound

    1. Aldehydes and

    Ketones

    6

    20.

    Carbonyl Compound

    2. Carboxyl acid and

    functional derivative

    8

    15. Organic Compound 4

    8 9 7 24

    21. Biochemistry 4

    22. Industrial Chemistry 7

    23. Environmental

    Chemistry 3

    24. Analytical

    Chemistry 1 3 4 0 7

    Total 58 30 40 15 85

    Practical 15

    Total 100

  • Latest Revision June 2012 Page 71

    Table 6: Paper Specifications

    Topic

    No. Topic Marks Distribution

    Total

    Marks

    13. s-and p-Block Elements MCQs 5 @ 1 Mark

    CRQs 2 @ 5 Marks 15

    14. d- and f- Block Elements (Transition)

    17. Alkyl Halides and Amines MCQs 3 @ 1 Mark

    CRQ 1 @ 4 Marks 7

    18. Alcohol, Phenol and Ethers MCQs 4 @ 1 Mark

    CRQ 1 @ 5 Marks 9

    16. Hydrocarbons

    MCQs 7 @ 1 Mark

    CRQs 2 @ 4 Marks

    *ERQ 1 @ 8 Marks

    Choose any ONE from TWO

    23 19.

    Carbonyl compound

    1. Aldehydes and Ketones

    20.

    Carbonyl Compound

    2. Carboxyl acid and functional

    derivative

    15. Organic Compounds MCQs 8 @ 1 Mark

    CRQ 1 @ 4 Marks

    CRQ 1 @ 5 Marks

    *ERQ 1 @ 7 Marks

    Choose any ONE from TWO

    24 21. Biochemistry

    22. Industrial Chemistry

    23. Environmental Chemistry

    24. Analytical Chemistry MCQs 3 @ 1 Mark

    CRQ 1 @ 4 Marks 7

    Total MCQs

    30

    CRQs

    40

    ERQs

    15 85

    Practical 15

    Total Marks 100

    * Extended response questions (ERQs) will require answers in more descriptive form.

    The answers will be in a paragraph rather than a word or a single sentence.

    4.1 Tables 1 and 4 summarize the number and nature of SLOs in each topic in classes XI

    and XII. This will serve as a guide in the construction of the examination paper. It

    also indicates that more emphasis has been given to Understanding (56% and 81%),

    Application and higher order skills (24% and 09%) to discourage rote memorization.

    Tables 1 and 4 however do not translate directly into marks.

    4.2 There will be two examinations, one at the end of Class XI and one at the end of

    Class XII.

    4.3 In each class, the theory paper will be in two parts, paper I and paper II. Both papers

    will be of duration of 3 hours.

    4.4 Paper I theory will consist of 30 compulsory, multiple choice items. These questions

    will involve four response options.

  • Latest Revision June 2012 Page 72

    4.5 Paper II theory will carry 55 marks and consist of a number of compulsory, structured

    questions and a number of extended response questions. Each extended response

    question will be presented in an either/or form.

    4.6 Practical examination will be conducted separate from the theory paper. It will be

    based on the list of practical activities listed in the examination syllabus.

    4.7 All constructed response questions will be in a booklet which will also serve as an

    answer script.

    4.8 Practicals to assess performance skills will carry 15 marks in class XI and 15 marks in

    class XII.

    4.9 It is essential for each school to equip its laboratories with chemicals, instruments,

    apparatus, specimens etc. according to the requirements of the practicals. Each school

    will be responsible to make sure that each student is provided the opportunity to do

    the practicals.

    List of practicals is attached as annex B.

    5. Teaching-Learning Approaches and Classroom Activities

    To promote effective teaching and learning a teacher has to play an effective and vital

    role as a facilitator, guide, supervisor, advisor etc. Work plan to be worked out

    beforehand for the speculated period. Lesson should be pre-planned keeping in view the

    set objectives. Theoretical concepts must be augmented by relevant practical activities.

    Teaching aids should be developed and tested beforehand. Classroom environment

    must be conducive, absorbing and friendly. Evaluation, assessment and measurement

    must be a regular feature for the scheme of work. Lesson evaluation should be

    formative and summative and to be done beforehand. Field trips to be pre planned.

    Short-term projects to be designed with perfection, and should be executed effectively.

    Lab should be properly equipped to cater to the needs of given set of practical.

    Following activities/ strategies can be implemented to make learning interesting:

    1. Concept of Celebration Day Celebration of Mole day on 23 October of every year at 6.02 P.M. Charts, models,

    debates and other activities related to the theme can be organised.

    2. Group based assignments especially on numerical problems.

    3. Experiments and demonstration on atomic structure/ gas laws/ solution and solubility/ colligative properties/ redox reactions and batteries

    4. Models of bonding/ shape of molecules can be shown for concept building,

    5. ICT integration simulation of bond formation gas law Graph plot .. chemical kinetics

  • Latest Revision June 2012 Page 73

    6. Field trips Steel mill Cement factory Textile industry

    7. Project on environment / pollution / chemical

    8. Experiments: functional group-reaction and spectroscopy

    6. Recommended Text and Reference Material

    Recommended Books

    1. Chemistry for Class XI (2010). Punjab Textbook Board, Lahore.

    2. Chemistry for Class XII (2010). Punjab Textbook Board, Lahore.

    3. Mushtaq Ahmed Sheikh, (2005). Chemistry Practical Notebook for Class XI: Star Publishers.

    4. Mushtaq Ahmed Sheikh, (2007). Chemistry Practical Notebook for Class XII: Star Publishers.

    Reference Books

    1. Mathews, Philip. (1996). Advanced Chemistry (Physical and Industrial). UK: Cambridge Press.

    2. Clugston M. and Flemming R. Advanced Chemistry. Oxford University Press. 3. Julian L. Robert, J. Leland Hollenberg, James M. Postma. (1975). Chemistry in

    the Laboratory. USA: W H Freeman.

    Recommended Websites:

    1. http://www.ausetute.com.au/index.html 2. http://www.chemguide.co.uk/ 3. http://www.mhhe.com/physsci/chemistry/carey/student/olc/index.htm 4. http://teaching.shu.ac.uk/hwb/chemistry/tutorials/ 5. http://chemteacher.chemeddl.org/services/chemteacher/ 6. http://www.books-about-california.com/Pages/Experimental_Organic_Chemistry/

    Ex_Organic_Chem_main.htm

    7. Definition of Cognitive Levels and Command Words

    7.1. Definition of Cognitive Levels

    Knowledge

    This requires knowing and remembering facts and figures, vocabulary and contexts,

    and the ability to recall key ideas, concepts, trends, sequences, categories, etc. It can

    be taught and evaluated through questions based on: who, when, where, what, list,

    define, identify, label, tabulate, quote, name, state, etc.

  • Latest Revision June 2012 Page 74

    Understanding

    This requires understanding information, grasping meaning, interpreting facts,

    comparing, contrasting, grouping, inferring causes/reasons, seeing patterns,

    organizing parts, making links, summarizing, solving, identifying motives, finding

    evidence, etc. It can be taught and evaluated through questions based on: why, how,

    show, demonstrate, paraphrase, interpret, summarize, explain, prove, identify the

    main idea/theme, predict, compare, differentiate, discuss, chart the course/direction,

    report, solve, etc.

    Application

    This requires using information or concepts in new situations, solving problems,

    organizing information and ideas, using old ideas to create new ones, generalizing

    from given facts, analyzing relationships, relating knowledge from several areas,

    drawing conclusions, evaluating worth, etc. It can be taught and evaluated through

    questions based on: differentiate, analyse, show relationship, propose an alternative,

    prioritize, give reasons for, categorize, illustrate, corroborate, compare and contrast,

    create, design, formulate, integrate, rearrange, reconstruct/recreate, reorganize,

    predict consequences etc.

    7.2 Definition of Command Words:

    Knowledge

    Define: Only a formal statement or equivalent paraphrase is required. No

    examples need to be given.

    Identify: Give the name or identifying characteristics of; describe with

    specific examples how a given term or concept is applied in daily

    life.

    List /

    Enlist:

    Requires a number of points, generally each of one word, with no

    elaboration. Where a given number of points are specified, this

    should not be exceeded.

    Outline: Implies briefness, i.e. restricting the answer to giving essentials.

    State:

    Implies concise answer with little or no supporting argument, for

    example a numerical answer that can be obtained by inspection.

  • Latest Revision June 2012 Page 75

    Understanding

    Compare: List the main characteristics of two entities clearly identifying

    similarities or differences or both.

    Describe: State in words (using diagrams where appropriate) the main

    points of the topic. It is often used with reference either to

    particular phenomena or specific experiments. In the former

    instance, the term usually implies that the answer should include

    reference to (visual) observations associated with the phenomena.

    Determine: Often implies that the quantity concerned cannot be measured

    directly but is obtained by calculation, substituting measured or

    known values of other quantities into standard formula, e.g.

    relative molecular mass.

    Differentiate/

    Distinguish:

    Identify those characteristics which always or sometimes

    differentiate two categories.

    Discuss: Give a critical and logical account of the points involved in the

    topic.

    Derive: Manipulate a mathematical relationship(s) to give a new equation

    or relationship.

    Explain: Make an idea, situation or problem clear by describing it in detail

    revealing relevant data or facts.

    Recognise: Involves looking at a given example and stating what it most

    probably is.

    Relate: Describe how things depend upon, follow from or are part of

    another.

    Summarise:

    Identify/review the main points, relevant factors and/or

    arguments so that these are explained in a clear and concise

    manner.

    Application

    Apply: Use knowledge or principle to solve problems.

    Balance: Equalise the number of atoms on the reactant side to the number

    of atoms on the product side.

  • Latest Revision June 2012 Page 76

    Calculate /

    Solve:

    Used when a numerical answer is required. In general, working

    should be shown, especially where two or more steps are

    involved.

    Classify State a basis for categorization of a set of related entities and

    assign examples to categories.

    Convert: Change or adapt from one system or units to another.

    Construct /

    Draw:

    Make a simple freehand sketch or diagram. Care should be taken

    with proportions and the clear labelling of parts.

    Deduce: By recall but by making a logical connection between other

    pieces of information. Such information may be wholly given in

    the question or may depend on answer extracted in an early part

    of the question.

    Detect: Examine systematically a situation or a problem in order to come

    to a rational conclusion.

    Estimate: Make an approximate quantitative judgement.

    Interpret: Clarify both explicit meaning and implications of the given

    information.

    Observe: Pay attention to details which characterize a specimen, reaction

    or change taking place; to examine and note scientifically;

    Perform: Carry out an action, undertaking, or procedure, often with great

    skill or care.

    Predict: Implies that the candidates are not expected to produce the

    required answer.

    Purify: Implies a practical activity in which the candidates are expected

    to apply an approved methodology with appropriate safety

    precautions.

    Prepare: To bring something into existence such as making up of various

    objects in the laboratory.

    Show

    Demonstrate with evidence i.e. by physical manipulation or

    experiment how one thing is related to another.

    Separate: To divide into components or parts.

    Standardize: To determine unknown concentration of a given solution by

    titrating it against a solution of known molarity.

  • Latest Revision June 2012 Page 77

    Annex A

    HSSC Scheme of Studies3

    AKU-EB as a national board offers SSC and HSSC qualifications for both English and Urdu

    medium schools. The revised HSSC Scheme of Studies issued by the Curriculum Wing was

    implemented from September 2007. The marks allocated to subjects in the revised National

    Scheme of Studies have been followed.

    HSSC I-II (Classes XI-XII) subjects on offer for examination

    HSSC Part-I (Class XI) Science Group (Pre-Medical)

    Subjects Marks

    Medium Theory Practical Total

    English Compulsory-I 100 - 100 English

    Urdu Compulsory-I OR

    Pakistan Culture-I a

    100 - 100 Urdu

    English

    Physics-I 85 15 100 English

    Chemistry-I 85 15 100 English

    Biology-I 85 15 100 English

    Total: 455 45 500

    HSSC Part-II (Class XII) Science Group (Pre-Medical)

    Subjects Marks

    Medium Theory Practical Total

    English Compulsory-II 100 - 100 English

    Urdu Compulsory-II OR

    Pakistan Culture-II a

    100 - 100 Urdu

    English

    Islamiyat OR Ethics b 50 - 50 English / Urdu

    Pakistan Studies 50 - 50 English / Urdu

    Physics-II 85 15 100 English

    Chemistry-II 85 15 100 English

    Biology-II 85 15 100 English

    Total: 555 45 600

    a. Foreign students may opt for Pakistan Culture in lieu of Urdu Compulsory, subject to the Boards

    approval.

    b. For non-Muslim candidates in lieu of Islamiyat.

    Note: Pakistan Studies, Islamiyat / Ethics will be taught in Classes XI and XII, but the examination will

    be conducted at the end of Class XII.

    3 Government of Pakistan September 2007. Scheme of Studies for SSC and HSSC (Classes IX-XII). Islamabad: Ministry of Education,

    Curriculum Wing.

  • Latest Revision June 2012 Page 78

    HSSC Part-I (Class XI) Science Group (Pre-Engineering)

    Subjects Marks

    Medium Theory Practical Total

    English Compulsory-I 100 - 100 English

    Urdu Compulsory-I OR

    Pakistan Culture-I a

    100 - 100 Urdu

    English

    Physics-I 85 15 100 English

    Chemistry-I 85 15 100 English

    Mathematics-I 100 - 100 English

    Total: 470 30 500

    HSSC Part-II (Class XII) Science Group (Pre-Engineering)

    Subjects Marks

    Medium Theory Practical Total

    English Compulsory-II 100 - 100 English

    Urdu Compulsory-II OR

    Pakistan Culture-II a

    100 - 100 Urdu

    English

    Islamiyat OR Ethics b 50 - 50 English / Urdu

    Pakistan Studies 50 - 50 English / Urdu

    Physics-II 85 15 100 English

    Chemistry-II 85 15 100 English

    Mathematics II 100 - 100 English

    Total: 570 30 600

    a. Foreign students may opt for Pakistan Culture in lieu of Urdu Compulsory, subject to the Boards

    approval.

    b. For non-Muslim candidates in lieu of Islamiyat.

    Note: Pakistan Studies, Islamiyat / Ethics will be taught in Classes XI and XII, but the examination will

    be conducted at the end of Class XII.

  • Latest Revision June 2012 Page 79

    HSSC Part-I (Class XI) Science Group (Science General)

    Subjects Marks

    Medium Theory Practical Total

    English Compulsory-I 100 - 100 English

    Urdu Compulsory-I

    Pakistan Culture-I a

    100 - 100 Urdu

    English

    Any one subject combinations of the following:

    Physics-I

    Mathematics-I

    *Statistics-I

    85

    100

    85

    15

    -

    15

    300

    English

    English

    English

    Economics-I

    Mathematics-I

    *Statistics-I

    100

    100

    85

    -

    -

    15

    300

    English / Urdu

    English

    English Economics-I

    Mathematics-I

    Computer Science-I

    100

    100

    75

    -

    -

    25

    300

    English / Urdu

    English

    English Physics-I

    Mathematics-I

    Computer Science-I

    85

    100

    75

    15

    -

    25

    300

    English

    English

    English Mathematics-I

    *Statistics-I

    Computer Science-I

    100

    85

    75

    -

    15

    25

    300

    English

    English

    English Total: 500

    HSSC Part-II (Class XII) Science Group (Science General)

    Subjects Marks

    Medium Theory Practical Total

    English Compulsory-II 100 - 100 English

    Urdu Compulsory-II OR

    Pakistan Culture-II a

    100 - 100 Urdu

    English

    Islamiyat OR Ethics b 50 - 50 English / Urdu

    Pakistan Studies 50 - 50 English / Urdu

    Any one subject combinations of the following: Physics-II

    Mathematics-II

    *Statistics-II

    85

    100

    85

    15

    -

    15

    300

    English

    English

    English Economics-II

    Mathematics-II

    *Statistics-II

    100

    100

    85

    -

    -

    15

    300

    English / Urdu

    English

    English Economics-II

    Mathematics-II

    Computer Science-II

    100

    100

    75

    -

    -

    25

    300

    English / Urdu

    English

    English Physics-II

    Mathematics-II

    Computer Science-II

    85

    100

    75

    15

    -

    25

    300

    English

    English

    English Mathematics-II

    *Statistics-II

    Computer Science-II

    100

    85

    75

    -

    15

    25

    300

    English

    English

    English Total: 600

    a. Foreign students may opt for Pakistan Culture in lieu of Urdu Compulsory, subject to the Boards

    approval.

    b. For non-Muslim candidates in lieu of Islamiyat.

    Note: Pakistan Studies, Islamiyat / Ethics will be taught in Classes XI and XII, but the examination will

    be conducted at the end of Class XII.

    *These subject is offered ONLY in the May examination.

  • Latest Revision June 2012 Page 80

    HSSC Part-I (Class XI) Commerce Group

    Subjects Marks

    Medium Theory Practical Total

    English Compulsory-I 100 - 100 English

    Urdu Compulsory-I OR

    Pakistan Culture-I a

    100 - 100 Urdu

    English

    Principles of Accounting-I 100 - 100 English

    Principles of Economics 75 - 75 English

    Principles of Commerce 75 - 75 English

    Business Mathematics 50 - 50 English

    Total: 500 - 500

    HSSC Part-II (Class XII) Commerce Group

    Subjects Marks

    Medium Theory Practical Total

    English Compulsory-II 100 - 100 English

    Urdu Compulsory-II OR

    Pakistan Culture-II a

    100 - 100 Urdu

    English

    Islamiyat OR Ethics b 50 - 50 English / Urdu

    Pakistan Studies 50 - 50 English / Urdu

    Principles of Accounting-II 100 - 100 English

    Commercial Geography 75 75 English

    *Computer Studies

    OR Banking

    60

    OR 75

    15

    -

    75

    English

    Business Statistics 50 - 50 English

    Total: 6